Preservice elementary teachers' views of pedagogical and mathematical content knowledge

Foss, Donna H.; Kleinsasser, Robert C.

doi:10.1016/0742-051x(95)00049-p

Cited by 122 publications

(63 citation statements)

References 13 publications

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“…Unfortunately, university coursework does little to change beliefs shaped by 13+ years of first hand experience as students in mathematics classrooms (Ball et al, 2001;Foss & Kleinsasser, 1996). In addition, Hiebert, Gallimore, and Stigler (2002) noted that teachers seldom turn to research to guide their teaching practice.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

Perry

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Section: Statement Of the Problemmentioning

confidence: 99%

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

Perry

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“…Relevant to the above discussion are findings of research literature about the development of teachers' beliefs (Ambrose, 2001;Ackley et al, 1999;Aitken and Mildon, 1991;Ball, 1990;Bell, 2001;Calderhead and Robson, 1991;Collier,1999;Dart et al, 1998;Fajet, 2005;Foss and Kleinsasser, 1996;Gore and Zeichner, 1991;Haritos, 2004;Harrington and Hertel, 2000;Hatton and Smith, 1995;Hill, 2000;Johnson, 1994;Joram and Gabriele, 1997;Long and Stuart, 2004;Macnab and Payne, 2003;Mahlios and Maxson, 1995;Mallette et al, 2000;McGovern, 2000;Moore, 2003;Pugalee, 1999;Roberts et al, 2001;Russell, 1988;Sillman and Dana, 1999;So and Watkins, 2005;Stuart and Thurlow, 2000;Sugrue, 1997;Tillema, 1995;Virta, 129 2002;Ward and McCotter, 2004;Weinstein, 1990;Younger et al, 2004). This literature though does not use the term theories in use.…”

Section: The Development Of Cypriot Primary School Teachers' Theoriesmentioning

confidence: 99%

“…There is research which reports that teachers' prior beliefs can be counterproductive to the critical examination of practice (Collier, 1999;Gore and Zeichner, 1991;Hatton and Smith, 1995;Johnson, 1994;Moore, 2003;Russell, 1988;Ward and McCotter, 2004); oversimplified in relation to classroom practices (Ball, 1990;Foss and Kleinsasser, 1996;Johnson, 1994) or restricted towards the complexity of the task of teaching and the nature of classroom practices (Younger et al, 2004); unrealistic in order to overcome issues concerning survival, pupils and the teaching situation (Haritos, 2004); emphasizing traditional notions of teaching such as teacher centered approaches, control and dominance (Johnson, 1994;Sugrue, 1997); and affective and interpersonal traits over cognitive goals (Fajet, 2005;Mahlios and Maxson,1995;Sugrue, 1997;Virta, 2002;Weinstein, 1990).…”

Section: The Development Of Cypriot Primary School Teachers' Theoriesmentioning

confidence: 99%

“…There is research which reports that teachers' prior beliefs can affect knowledge acquisition (Aitken and Mildon, 1991;Calderhead and Robson, 1991;Foss and Kleinsasser, 1996;Johnson, 1994;Mallette et al, 2000;Tillema, 1995) and that they can be resistant to change (Aitken and Mildon, 1991;Foss and Kleinsasser, 1996;Johnson, 1994;Weinstein, 1990, Virta, 2002. There is also research which reports not only stability in student teachers' prior beliefs, but also change from beliefs which can be counterproductive to teaching to beliefs which are more likely to boost learning (Ambrose, 2001;Ackley et al, 1999;Bell, 2001;Dart et al, 1998;Harrington and Hertel, 2000;Hill, 2000;Joram and Gabriele, 1997;Long and Stuart, 2004;McGovern, 2000;Pugalee, 1999;Roberts et al, 2001;Sillman and Dana, 1999;So and Watkins, 2005;Stuart and Thurlow, 2000).…”

Section: The Development Of Cypriot Primary School Teachers' Theoriesmentioning

confidence: 99%

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How Cypriot primary school teachers promote their professional development through reflective practice

Loizou

2011

Education 3-13

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This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. Signature ………………… ABSTRACTThis study aims to examine whether and to what extent Cypriot primary school teachers understand and engage in reflective practice and the implication of this for their professional development.In particular this study explores the Cypriot primary school teachers' understanding of professional development; their engagement in and understanding of reflective practice; the changes brought about in practice through reflective practice; the factors associated with these changes; and the extent to which Cypriot primary school teachers set themselves long term goals for professional development as an outcome of reflection.The study is qualitative and uses semi-structured interviews in which 18 Cypriot primary school teachers describe and explain their experiences and illustrate these with examples from their practice.The analysis of the interviews revealed that Cypriot primary school teachers perceive professional development as the receipt of knowledge from an official authority, In addition a mismatch emerged between the Cypriot primary school teachers' views of reflection and their long term goals for professional development.This study concludes by discussing the implications of the findings and suggests ways in which Cypriot primary school teachers can be encouraged to recognize the knowledge which they develop from their own practice and to increase their understanding and use of reflective practice. It also identifies the need for changes in the organizational environments in Cypriot primary schools in order to support the developmental needs of its teachers including the reconsideration of the dual role of inspectors who are responsible for both professional development and evaluation. The aims and goals that should be pursued in each primary school are also decided by the MOEC. Circulars are sent to each primary school at the beginning of each year in which these goals are specified and directions for their implementation are provided. 4If a certain school decides that it is necessary to pursue more goals than the goals prescribed by the Ministry, it has the freedom to do so, as long as the latter goals are not neglected. The curriculum for the primary school or any changes in this curriculum are prescribed by the MOEC. Textbooks with which this curriculum will be taught, as well as teachers' books, are prepared and sent to schools by services approved by the MOEC. Guidelines about the teaching of this curriculum are also sent by the MOEC either through circulars or editions like the "Curriculum Programmes for Primary Education" (MOEC, 1997).Opportunities for professional development are provided by the MOEC and the Pedagogical Institute (tertiary level institute responsible for in-service training).These opportunities include circulars, teachers' books and short seminars by the MOEC and afternoon voluntary classes by the...

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“…Prospective teachers bring, into their education program, views that overvalue memorization of rules, facts, and procedures in learning and teaching mathematics. Examples include viewing that mathematics is a discipline based on facts, rules, and procedures to be memorized, with a prescribed way to arrive at a right answer (Benbow 1993;Nisbert and Warren 2000;Thompson 1992); a mathematical solution is either right or wrong and that mathematics is based on neatness and speed, with one best way to solve a problem (Civil 1990); some people are good at mathematics, while others are not (Frank 1990); and mathematical ability is innate (Foss and Kleinsasser 1996). Traditional beliefs about the nature of mathematics and problem-solving lead to students' failure in solving mathematics problems (Schoenfeld 1992).…”

Section: Prospective Teachers' Beliefs About Mathematicsmentioning

confidence: 99%

The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics

Weldeana

Abraham

2013

J Math Teacher Educ

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Many learners hold traditional beliefs about mathematics that can hamper their learning in the discipline. To address this issue, a ''history-based'' intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. Data sources were pretest and posttest scores of a 12-theme questionnaire designed for this study called ''Prospective teachers' beliefs questionnaire about mathematics learning'' and written reflections of prospective teachers. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs. Fortunately, the intervention program has helped the prospective teachers revise and correct their beliefs, thoughts, and understandings. Study of the prospective teachers' written reflections and observations of their oral presentations during whole-class discussions strengthen the results of the quantitative study.

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Preservice elementary teachers' views of pedagogical and mathematical content knowledge

Cited by 122 publications

References 13 publications

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

Motivation and attitude of preservice elementary teachers toward mathematics : is rural revevant?

How Cypriot primary school teachers promote their professional development through reflective practice

The effect of an historical perspective on prospective teachers’ beliefs in learning mathematics

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